Recommendations

Embed a trauma-informed lens at all levels (applications and recruitment, classroom, support services) – take a whole-campus approach.

While this is a huge undertaking involving a variety of key stakeholders, it is crucial that this approach be embedded at all levels where students interact with post-secondary institutions. Trauma can affect individuals at a holistic level; therefore, the responses must be holistic in nature.

Understand what trauma is, what it isn’t, and how widespread it is.

Sometimes people use the word “trauma” when they really mean “something bad that happened.” It is important to understand the specific nature of the language of trauma as well as normalizing how common traumatic experiences are across populations. It is also important to remember that people are the experts of their own experiences, and it is important to believe them when they say they have experienced trauma. Be specific and thoughtful in our own language as the words we use have power.

Recognize the diverse impact trauma has on individuals.

Responses to trauma look differently for each individual. Do not discount anyone’s unique experience of trauma as this may impact not only their overall wellbeing, but also their likelihood of seeking help.

Implement the five core values of trauma-informed practice & care to help create environments that mitigate risk of re-traumatization and promote healing and recovery.

Safety, trustworthiness, choice, collaboration, and empowerment are critical components in creating spaces where students, staff, and faculty are at a lower risk of experiencing trauma and re- traumatization.

Recognize and validate the unique and complex relationship between trauma and mental health.

The relationship between trauma and mental health is not linear. Some individuals who have experienced multiple traumatic events have no mental health issues, while others who have not experienced trauma do struggle with their mental health. All experiences are valid.

Focus on what happened to the individual, not what the individual is doing – ask, “What has happened to you?” instead of “What is wrong with you?”

This shift in paradigm is at the core of taking a trauma-informed approach. This shift can be especially useful when trying to understand student behaviours that do not adhere to the norms of the environment and can help address, in a more meaningful way, the root causes of the issue.

Recognize the benefits for students, staff, and faculty of taking on a trauma-informed lens – everyone has greater opportunities for safety and learning.

Students, staff, and faculty who are supported and experience safety in their school or workplace are going to perform better in whatever role they have.

Focus on building in “protective factors” to prevent trauma for students during the high-risk transition period between secondary and post-secondary.

Protective factors refer to characteristics or conditions that prevent or mitigate harms or challenges. These can be used at the micro, mezzo, or macro level. Research has shown that transitionary periods, such as the ones students are in when they move into post-secondary education, can create higher risk for traumatic events. Building in protections for this specific period can be key in reducing the incidence of traumatic experiences.

Contributors

This toolkit would not have been possible without the collaborative efforts of our stakeholders. This toolkit was cocreated with campus stakeholders who hold a variety of distinct roles. Their time and effort helped to make this toolkit possible.

Sun Ooi
Jessica Lang
Jill Jaworski
Alison Burnett
Anne Marie Portelli
Jody MacLennan
Cecilia Amoakohene
Becky Anderson